Apresentação do ciclo trigonométrico via o jogo batalha naval circular.

Abstract

The paper presents an experience report that was based on the use of the game Battleship Circular as a methodology for the development of mathematics classes in the 2nd year of high school, involving the study of Trigonometric cycle. The overall objective of this study was to present the game Battleship Circular in trigonometry classes as a methodology for addressing concepts involving the study of Trigonometric cycle. The specific objectives were to present the conditions of development of the game Battleship Circular, through this methodological resource to introduce the basics of Trigonometric cycle with the characteristic elements Trigonometry of teaching, encouraging the participation of students during class, observe the level of influence introducing concepts in the game involving the study of Trigonometric cycle. The work is based on studies conducted on the use of mathematical games D'Ambrosio (1989) and the Game Naval Battle Circular Smole (2008). The intervention involved a total of 20 students of the 2nd year of high school in Regular school public school in the city of Campina Grande, Paraiba. Initially, it was presented to the students the structure of the game, so that students, through visualization, could expose their ideas and through these could be evaluated on their notions of trigonometry. When encouraged to talk about what they saw in the presentation image of the game, each student gave his opinion, where two students failed to opine, 8 told that the figure showed degrees, 5 that the figure it was angles, 4 plan Cartesian and one student thought the figure seemed a radar plane. These reviews in turn, served as a preliminary assessment of students' knowledge level on the subject. It was observed that 13 of the 20 students had any idea about the elements that involve the study of Trigonometric cycle. After the presentation of the play structure students participated in an informal chat about the game, which allowed students to identify: angles, degrees circumference and quadrant. Then the class of 20 students was divided into teams of 5 students each, to dispute the naval battle. During the intervention students have become a practical connection between circle angle quadrant and growing sense of angles so that their strategies and intuitively generated interacted with certainty the elimination targets.